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THE INFLUENCE OF WELL-BEING AND AFFECTIVE COMMITMENT ON JOB PERFORMANCE AMONG
ACADEMICIANS
SIVAKANTHAN AIL OULAGA NATHAN
MASTER OF HUMAN RESOURCE MANAGEMENT
UNIVERSITI UT ARA MALAYSIA
THE INFLUENCE OF WELL-BEING AND AFFECTIVE
COMMITMENT ON JOB PERFORMANCE AMONG ACADEMICIANS
By
SIV AKANTHAN AIL OULAGA NATHAN
Thesis Submitted to
School of Business Management, Collage of Business,
Universiti Utara Malaysia,
In partial Fulfilment of the Requirement for the Master in Human
Pusat Pengajlan Pengurusan Pernlagaan
SCHOOL Of BUSINESS MANAGEMENT
Unlversltl Utara Malaysia
PERAKUAN KERJA KERTAS PENYELIDIKAN (Certification of Research Paper)
Saya, mengaku bertandatangan, memperakukan bahawa (I, the undersigned, certified that)
SIVAKANTHAN AIL OULAGA NATHAN (823235)
Calon untuk ljazah Sarjana (Candidate for the degree of)
MASTER OF HUMAN RESOURCE MANAGEMENT
telah mengemukakan kertas penyelidikan yang bertajuk (has presented his/her research paper of the following title)
THE INFLUENCE OF WELL-BEING AND AFFECTIVE COMMITMENT ON JOB PERFORMANCE AMONG ACADEMICIANS
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(that the research paper acceptable in the form and content and that a satisfactory knowledge of the field is covered by the research paper).
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PROF. MADYA DR. JOHANIM BT. JOHARI
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ABSTRAK
Kajian ini mengkaji pengaruh enam dimensi kesejahteraan iaitu kesejahteraan psikologi, kesejahteraan emosi, kesejahteraan sosial, kesejahteraan fizikal, kesejahteraan rohani dan kesejahteraan intelektual serta komitrnen afektif terhadap prestasi kerja dalam kalangan ahli akademik di institusi pengaj ian tinggi Malaysia.
Prestasi kerja diukur dengan menggabungkan prestasi tugas dan prestasi kontekstual.
Sejumlah 291 ahli akademik Universiti Utara Malaysia menyertai kajian ini. Analisis regresi dilakukan untuk menguji hipotesis penyelidikan. Hasil kajian mendapati bahawa lima dimensi kesejahteraan (iaitu psikologi, emosi, sosial, fizikal dan intelektual) mempunyai pengaruh yang signifikan dan positif terhadap prestasi kerja. Selain itu, komitmen afektif juga didapati mempunyai pengaruh yang signifikan dan positif terhadap prestasi kerja. Waiau bagaimanapun, kesejahteraan rohani didapati tidak mempengaruhi prestasi kerja. Perbincangan kajian menjelaskan hasil dapatan kajian. Di samping itu, kajian inijuga membincangkan implikasi teoretikal dan praktikal, limitasi kajian, cadangan penyelidikan akan datang, serta kesimpluan kajian.
Kata kunci: Kesejahteraan, Kesejahteraan Psikologi, Kesejahteraan Emosi, Kesejahteraan Sosial, Kesejahteraan Fizikal, Kesejahteraan Rohani, Kesejahteraan Intelektual, Komitmen Afektif, Prestasi Kerja
ABSTRACT
This study examined the influence of six dimensions of well-being, which are psychological well-being, emotional well-being, social welt-being, physical well-being, spiritual well-being and intellectual well-being as well as affective commitment on job performance among academicians in Malaysia higher educational institutions. Job performance was measured by integrating task performance and contextual performance. A total of 291 Universiti Utara Malaysia academicians participated in this study. Regression analysis was performed to test the research hypotheses. The results of this findings revealed that five dimensions of well-being (i.e. psychological, emotional, social, physical and intellectual) have a significant and positive influence on job performance. Similarly, affective commitment was found to have a significant and positive influence on job performance. However, spiritual well-being had not impacted job performance significantly. Discussions elaborated on the research findings.
Additionally, this study also discussed theoretical and practical implications, limitations of the study, directions for future research, and conclusion.
Keywords: Well-Being, Psychological Welt-Being, Emotional Welt-Being, Social Well-Being, Physical Well-Being, Spiritual Well-Being, Intellectual Well-Being Affective Commitment, Job Performance
ACKNOWLEDGEMENT
Firstly, I would like to convey my gratitude to God for giving me the strength, health, motivation to complete this research paper. My highest respect and thanks to my parents, siblings, and friends for giving me morale support and encouragement during the process of preparing this paper. Meanwhile, I would like to be to take the opportunity to express greatest gratitude and thank you to my supervisor, Associate Professor Dr. Johanim Johari for the invaluable knowledge, efforts and time in providing me with the proper guidance, assistance, and effortless support throughout the entire process. Dr. Johanim, has been a good mentor by guiding me in order to complete my literature review. I also thank all the lecturers, college mates, and my friends who have created an environment of support and encouragements. I would like to address a special thanks to the respondents who have contributed significantly by participating in the study and answering the questionnaires.
In a nutshell, I would like express thousands of heartfelt thanks to each and every single person who supported and as:,isted me directly and indirectly in completing this research paper.
Thank you very much.
Permission to Use Abstrak
Abstract
Acknowledgement Table of Content List of Tables List of Figures
TABLE OF CONTENTS
CHAPTER ONE: INTRODUCTION 1.0 Introduction
1.1 Background of Study 1.2 Problem Statement 1.3 Research Questions 1.4 Research Objectives 1.5 Scope of Study 1.6 Significance of Study 1.7 Definition of Key Terms
1.7. l Academician 1.7. l Dependent Variable 1.7.2 Independent Variable
l.7.2.1 Well-being
l.7.2.2 Affective Commitment 1.8 Organization of the Thesis
1.9 Summary
CHAPTER TWO: LITERATURE REVIEW
I II III IV V VIII IX
I 5 8 8 8 9 10 I I 11 I I I 1 13 14 15
2.0 Introduction 16
2.1 Job Performance 16
2.1.1 Definition and conceptualization of job performance 16
2.1.2 Job Performance Model 19
2.1.3 Previous Studies on Malaysia Academician's Job Performance 20
2.2 Well-being 22
2.2.1 Definition and conceptualization Background of Well-being 22
2.2.2 Dimensions of Well-being 24
2.3 Affective Commitment 27
2.4 Underlying Theories 29
2.4.1 Broaden-and-Build Theory 29
2.5 Hypotheses Development 31
2.5.1 Well-being and job performance 32
2.5. l. l Psychological Well-being and Job Performance 32 2.5.1.2 Emotional Well-being and Job Performance 33 2.5. l .3 Social Well-being and Job Performance 34 2.5.1.4 Physical Well-being and Job Performance 35 2.5.1.5 Spiritual Well-being and Job Performance 36 2.5.1.6 Intellectual Well-being and Job Performance 38
2.5.2 Affective Commitment and Job Performance 2.6 Theoretical Framework
2.7 Chapter Summary
CHAPTERTHREE:METHODOLOGY 3.0 Introduction
3.1 Research Design and Unit of Analysis 3.2 Population and Sample
3 .3 Measurement and Instrument 3.4 Data Collection Procedures 3.5 Pilot Test
3.6 Data Analysis Techniques 3.7 Chapter Summary
CHAPTER FOUR: DATA ANALYSIS AND FINDINGS 4.0 Introduction
4.1 Data Screening 4.2 Profile of Respondents 4.3 Reliability Analysis 4.4 Descriptive Analysis 4.5 Correlation Analysis 4.6 Regression Analysis 4.7 Summary of Hypotheses 4.8 Chapter Summary
39 40 41
42 42 43 46 52 53 55 56
57 57 57 60 61 62 64 65 66
CHAPTER FIVE: DISCUSSION, RECOMMENDATION AND CONCLUSION
5.0 Introduction 68
5.1 Recapitalization of the Research Results 68
5.2 Theoretical and Practical Implications 74
5.3 Limitation of the Study 75
5.4 Recommendation for Future Research 76
5.5 Conclusion 76
REFERENCES 78
APPENDICES 91
Appendix A Questionnaire 91
Appendix B Frequency Distribution of Respondent's Profile 99 Appendix C Descriptive Statistics of Variables (Reliability, Mean 107
and Standard Deviation)
Appendix D Pearson Correlation 109
Appendix E Multiple Regression 110
LIST OFT ABLES
Table 3.1 Summary of Population and Sample Size Table 3 .2 Description of Survey' s Section
Table 3.3 Operational Definition and Instrument of Variables Table 3.4 Pilot Test Result/ Reliability Test Result
Table 4.1 Frequencies Distribution of Respondents' Demographic Table 4.2 Reliability Coefficients for Variables
Table 4.3 Descriptive Analysis of the Variable Table 4.4 Correlation of the Variables
Table 4.5 Multiple Regression Analysis result Table 4.6 Summary of the Hypotheses Testing
PAGE 45 48 48 55 59 61 62 63 64 66
LIST OF FIGURES
Figure 2.1 Research Framework
PAGE 40
1.0 Introduction
CHAPTER ONE INTRODUCTION
This chapter presents the background of the study, problem statement of this study, research questions, research objectives, scope of study, significance of the study and operational definition of the key terms.
1.1 Background of the Study
Education is very utmost element in all the nations and has a vital influence on human's life.
Any nation's development, improvement and achievement are ensured by education of that country. Therefore, education plays important role in nation's success, firming the social and development for raising the standard (Peril & Promise, 2000). This shows that an educated and developed community can be produced from education together with raise human life standard. An uneducated people cannot improve their mind and achieve success, because lack of knowledge to expand their standard of life. Even a well civilized society come from educated people. Moreover, society give recognition and respects to an individual who gained education and therefore it is undeniable that education is utmost aspect in human life.
'Good and bad' or 'right and wrong' can be classified much better by the educated people compare to uneducated one in their daily life.
In the context of Malaysia, Ministry of Education had launched Malaysia Education Blueprint 2015-2025 (Higher Education) in 2015 to transform our country higher education standard as a world standard education system in the future. Malaysia government focused on important issues to improve and enhance higher institutions in tandem with the Blueprint.
It is also a strategic plan of Ministry of Education. Besides that, issues that highlighted on improving course effectiveness and the quality of students in tertiary institutions, firming research and development for superior product and achieve superiority in Institutions of Higher Education governance. This strategic plan is mainly aimed to build a strong foundation for the national higher education field (Ministry of Higher Education, 2015).
Therefore, all the public higher education institutions need to give their full commitment and positive response to this strategic plan and policies executed by the government to reach the Vision of 2020 which is brainchild of Tun Dr. Mahathir Mohamad as developed educated country.
Malaysia Higher Education scheme aimed at students who enrol their studies in public institutions are able to advance in education and build up a notoriety which envelops dynamism, intensity and capacity to foresee difficulties including acting realistic and keeping pace with globalization (Ministry of Education, 2015). In terms of making Malaysia as the region hub of excellence for higher education, all these development programs are planned with the need of human resource and capital need, intellectual development and global market needs (Ujang, 2009). Therefore, government is responsible to check the
capability of all public higher education institutions in carrying out their responsibilities and duties in effective way to achieve the goal of becoming solid education system.
Malaysia public universities are clustered into three groups which are research universities, comprehensive universities and focus universities. The field of studies in research universities are mainly about research and development namely as science, technology, medical and innovation. The study area of comprehensive universities are in various field such as applied science, educational science and agriculture. Study area of focus universities are such as technical, education, management and defence studies. These universities field of study is mainly aimed to achieve the mission of Ministry of Education. As in year 2018, there are total of20 public universities in Malaysia include of five research universities, four comprehensive universities and eleven focused universities (Ministry of Education, 20 I 8).
All these universities have similarities and differences where their entries are competitive, have both undergraduate and postgraduate students and with quality lecturers. However, the ratio of undergraduate and postgraduate enrolment is different. In research universities the ratio of undergraduate and postgraduate students is 50:50, where in comprehensive universities the ratio of undergraduate and postgraduate students is 70:30 and in focused universities the ratio of undergraduate and postgraduate students is similar as research universities according to Index Education (20 I 8). Furthermore, in Malaysia there are also other type of public higher education institutions such as Polytechnics, Community College, Public College and Teacher Education Institutions which offers foundation studies, diploma and certificate level to students who are interested.
In higher education institutions, lecturers are the important person in students' education because they hold the responsibility in moulding human capital in countless learning process.
In that case, all lecturers should give their high commitment in teaching process and must be dedicated in their job. This is because committed academicians can give full performance which can benefit organization through productivity (Narimawati, 2007; Tella et al., 2007).
According to the Malaysia Ministry of Education there were 42,588 academicians all over Malaysia on year 2013 but the number has decreased to 35,000 on year 2016.
Approximately, 6000 public university lecturers were terminated due to budget cut on year 2016 (The Star Online, 2017). Some external factors influence the academic number, the level of qualification among academicians are increasing.
Academicians should guide students effectively in the process of mentoring student's academic research. Academicians also required to do publications of their researches as a sharing knowledge to the society (Awang, Ahmad & Zin, 2010). To ensure this, academicians must be keep updated with the upcoming technologies and alert on the changes in teaching techniques (Awang, Ahmad & Zin, 2010). According to Abu Bakar (1985), academicians are more likely to concern on the job satisfaction and performance towards job aspects such as recognition,job security, personal life,job achievement, career development, status, responsibility, interpersonal relations, work environment and personal life. These conditions lead to the poor performance and increase of job non-attendance rates among academicians. Therefore, this study aims to investigate the well-being and affective
commitment that affect the job performance among the academicians in the higher education institution.
1.2 Problem Statement
Academicians' job is very broad and it is also challenging task to be completed. The part of academicians in the higher education become vital in giving the quality contribution to the students and universities as it is Malaysia government's strategic plan of higher education development. Compared to the previous job scope of lecturers in universities, currently academicians need to conduct more researches, attend conferences, publish journals and educate students. In addition, academicians are also a part of university and management as well. Hence, speedily moving global development cause the forceful growth in Malaysia higher education sector which lead to more stressful and pressure among the Malaysia public instructors (Idris, 2009).
The roles and responsibilities carried out by the academicians has led to negative feelings such as depression, frustration, anxiety and stress (Sipon, 2001). Nowadays challenging education system is highly affecting the academicians by pushing them to work harder to fulfil the demands in the education system. Moreover, to achieve the goal of education and universities, academicians need to be aware on latest knowledge in their area of specialization. Basically heavy workload for academicians could cause high pressure that lead to poor job performance and abandonment of the work. Additionally, high pressure and low performance can lead towards aggression and increase the rate of absenteeism.
Nowadays, Key Performance Indicators (KPis) is a big challenge faced by academician in their job. According to The Star online (2010), which is stated academicians feel depressed to publish high number of researches to achieve KPis in public universities bring an unhealthy intellectual culture. Academicians' job scopes not only educating students, but it includes supervising students, developing questions, conduct examination, marking and grading, coordinating academic, managing administration of universities and external part of university. Quantity and quality targets set by university is being measured on each academician to know their KPis level. According to Grapragasem, Krishnan, and Mansor (2014), academicians need to perform their job scope such as educating, conducting researches, supervising students, and involving in consultancy and publication as requirements of KPis. University management give flexible working hours to academicians due to high workload and responsibilities to ensure that academicians feel free to do their research work on the free time and place they desire.
Due to those challenges such as heavy job demands and workload, most of the academicians' well-being and commitment are affected. Some previous studies demonstrated employees and organization similarly consider that happier and healthier workers increase their effort, productivity and contributions (Fisher 2003; Galabova and McKie, 2013; Taris and Schreurs, 2009). Therefore, academicians' well-being needs to be taken into consideration in terms of achieving high performance. When lecturers carried out their duty with happiness, it can give positive impact that will lead to high level of job satisfaction and job performance.
Whereas, universities increase workload of academicians to achieve organization goals.
Therefore, academicians work more to meet organization's expectation that make them feel dissatisfy towards the job. Dissatisfaction among the academicians can affect their commitments, performance and responsibilities as a lecturer (Khatibi, Asadi & Hamidi, 2009).
Academicians felt that well-being and affective commitment among academicians are affected by heavy workloads and dissatisfaction issues. One of the factor that has been said to influence employee job performance is affective commitment (Zachary, 2015). Although commitment is a multi-dimensional idea (Gambino, 2010), the present examination focuses on the enthusiastic base which is affective commitment. Therefore, staffs with higher education levels such as academicians lean towards show affective commitment (Siegrist et al., 2004 ). Affective commitment will lead to high job performance and vice versa.
Therefore, academicians who are highly committed will appreciate their job and give full commitment to their job and the university.
Hence, this research aims to study the level of job performance among academicians in the public education institutions in the Northern Region of Peninsular Malaysia. This study also intends to investigate the influence of well-being and affective commitment on job performance among academicians in the public higher education institution in the Northern Region of Peninsular Malaysia.
1.3 Research Question The research questions are:
I. Does the dimensions of well-being (i.e.: psychological, emotional, social, physical, spiritual, and intellectual) influence job performance among academicians?
II. Does affective commitment influence job performance among academicians?
1.4 Research Objective
The objectives of the research are:
I. To examme the influence of dimensions in well-being (i.e.: psychological, emotional, social, physical, spiritual, and intellectual) on job performance among academicians
II. To examme the influence of affective commitment on job performance among academicians.
1.5 Scope of Study
This study examines the influence of job performance among the academicians in Universiti Utara Malaysia. Service-oriented industry such as universities needs high job performance among academicians because quality of education and researches can be determined from job performance. This examination centres on the academicians in the Malaysian tertiary training because Malaysia demonstrated a critical development in the quantity of tertiary
organizations. Hassan (2001 ), recognized that Malaysia has recorded huge increment in IPT A institutions, expending number of students in institutions, extension of innovation and science programs, and expanding in the web and web instructing training are striking indications of turning point improvements in the advanced education part. Hence, this study will focus on the factors that influence job performance among academicians in Universiti Utara Malaysia, which is situated in the north piece of Malaysia has been chosen.
1.6 Significance of Study
This study is mainly focussing on well-being and affective commitment influence on job performance among the public higher educational institutions in Malaysia. From the data gathered, the researcher will be able to gather understanding on the level of job performance among academicians and factors influencing the job performance level.
The research is significant for several reasons to the management and practitioner perspective. This research will help the practitioners to understand well in term of factors that influence job performance among academicians. In addition, this research can be a guideline and reference for future research who are interested to explore further on this area of research. This is because this research has tested the framework and this can provide support for the future research.
Based on management perspective, this research aims to help the University's management team to upgrade academicians' job satisfaction to enhance academicians' job performance in the future. The findings of this study can use as either reference or guideline by the in- charge person or management who responsible for on academicians' job performance. This is because every academician's and their job performance are crucial asset in making higher education institutions to be successful. Hence, the findings are assumed useful for human resource management because in this research the main factors that have a significant impact on job performance are identified.
The findings from this study are predicted to offer theoretical contribution between the factors and job performance. This is particularly in making clear understanding of the relationship between the dimensions of the well-being, affective commitment and job performance among academicians in Malaysia public university setting. This study will provide strong literatures and support on well-being, affective commitment towards job performance, especially considering the dearth of such literatures in Malaysia public university setting. In addition, theories such as Broaden-and Build Theory for well-being and Social Exchange Theory for affective commitment are used in this study to contribute additional empirical evidence.
1.7 Definition of Key Terms
Some theoretical definitions applied in the research. A few theories are being attached to keep up the consistency and streams of the study.
1.7.1 Academician
Academicians are defined as individual who are traditionally teaching, researching and servicing on contracts or permanent and those who are required only to teach or only to research; those performing academic related work or an aspect of the academic role and who are not formally on academic contracts (Locke, 2012).
1. 7 .2 Dependent Variables Job Performance
Job performance is defined as behavioural elements of task performance and contextual performance of an individual (Motowidlo et al., 1997) to meet organizational objectives (Campbell, 1990). Task performance is defined as effectiveness of employees in completing their core job or role-based responsibilities (Motowidlo, 2003). Contextual performance is defined as employee's activities such as teamwork, industriousness and voluntarily doing additional work and add values to the psychological and social domain of the organization (Motowidlo, 2003).
1.7.2 Independent Variable 1.7.2.1 Well-being
Well-being is defined as a comprehensive concept of happiness (Ryan and Deci, 2001;
Waterman, 1993), and represents an evaluation of one's life, including life satisfaction and positive affect (Lu, 200 I). The dimensions of well-being are psychological wellness,
emotional wellness, social wellness, physical wellness, spiritual wellness and intellectual wellness (Troy Adams, Janet Bezner & Mary Steinhardt, 1996).
a. Psychological Well-being
Psychological well-being is defined as dispositional optimism or general assumption of individual that will experience the outcome of events and situations of life (Scheier &
Carver, 1985).
b. Emotional Well-being
Emotional well-being is defined as the individual's emotional quality that gained from daily activity and positive or negative affect that cause individual's life either enjoyable or unenjoyable (Kahneman and Daeton, 2010).
c. Social Well-being
Social well-being is individual's subjective perception of being in the community, a feel of belongs to society and share values with people of the society (Stefanie Gundert & Chritian Hohendanner, 2013).
d. Physical Well-being
Physical well-being is defined as lifestyle behaviour of an individual to ensure health condition, avoid disease and illness, and to live a balanced state of spirit, mind and body (McKee-Ryan F., Song. Z., Wanberg, C.R., & Kinicki, A. J., 2005).
e. Spiritual Well-being
Spiritual well-being is defined as individual's awareness on existence and experience of feelings and strong belief that give value to life meaning of life and explain the purpose of life (Fisher, 1998).
f. Intellectual well-being
Intellectual well-being is a process of an individual learn to use their knowledge and understand to expand their mind into developing their skills from writing, reading and critical thinking (Corbin, Lindsey, Welk & Corbin, 2002).
1.7.2.2 Affective commitment
Individuals feeling closer to the organization emotionally and to be involved with the organization and its goals (Meyer & Allen, 1991).
1.8 Organization of The Thesis
Chapter one of this research is focused on background of the study, problem statement, research question, research objective, scope of study, significance of the study and definition of key terms. Chapter two investigated the body and main of knowledge from past literature review, that related to variables as will be use in this research, discussion on hypotheses formulated and regarding the framework that been developed for this research.
Chapter three explain on methodology part. This clarifies the research design, unit of analysis, measurement for variable sample and population, questionnaire design, data collection and data analysis technique. Chapter four investigated the findings ofthis research which gain from the data collection. Moreover, the outcome from descriptive statistics, factor analysis, reliability analysis, correlation analysis and regression analysis will be debated in this part.
Finally, chapter five summarize of the earlier finding of this study and at the same time discussion will be made to demonstration the connection between the variables.
Additionally, the implication and limitation of the research followed by the recommendation for future research also will be discuss.
1.9 Summary
In this chapter 1, the overview of the study and overall background of the study is discussed.
Followed by the problem statement, objective of the study, research question briefly explained. Then, the scope of study, significance of the study with definition of the key term is explained. Finally, the organization of the remaining chapter is explained. The following chapter two explain literature review related to this research.
2.0 Introduction
CHAPTER2 LITERATURE REVIEW
This chapter starts with literature review on job performance. This followed by well-being dimensions and affective commitment. Additionally, after reviewed literature, hypotheses for each factor have been proposed with theoretical framework and conclusion of this chapter.
2.1 Job Performance
2.1.1 Definition and conceptualization of job performance
Job performance defined as duties and responsibilities executed by an individual which is work related activity that expected by the employee. Khan et al (2011) found that an employees' work related performances can define according to quality and quantity that expected by employees. Work environment that give happiness and satisfaction to an employee can improve their job performance (Kinicki & Kreitner, 2007). Meanwhile, employers also found that this is a helpful way to motivate high performance among employees to achieve organizational goals. However, employees who understand their job description and perform according to the need of their job can achieve high job performance (Pugno & Depedri, 2009). Thus,job performance substance for each job type is occasionally different.
There are certain criteria involved in evaluating job performance of an employee such as the accuracy and speed in work, quantity and quality of work performance, and whole effectiveness of an employee on the job. Many organizations use job performance level of employees to make decision such as rewarding the employee, add responsibilities and promote the employee or even terminating them from the organization if their performance does not meet the organizations' expectations. Organization and managers take this into their account by being critical on the employees' job performance by evaluating all the duties done by the employees including requiring feedback from customers and suppliers (Mohammed, 2015).
According to Springer (2011), job performance is a concept which have many dimensions.
The dimensions of job performance includes both task performance and contextual performance factors that contain social skills as a job performance predictors. Task performance and contextual performance receive high attention among the researcher (Borman and Motowidlo, 1993). Whereas, Borman and Motowidlo (1997) defined task performance as effectiveness in performing work related activities that contribute to the organizations technical core. Meanwhile, contextual performance is defined as not on work related performance but it is necessary in the job or workplace that helps to shape the psychological and social context of the organization (Borman and Motowidlo, 1993 ).
A study found that there are three factors that determine the job performance of an individual at workplace which are work environment, ability to conduct work and motivation in the work (Griffin, 2005). Chandrasekar (2011) researched on the relationship between workplace environment on productivity, employee morale and job performance affect either positively and negatively. It is found that employees' motivation is affected by the work environment. For instance, if work place is as desired by employees, they are more motivated to work and if work place is undesirable then it leads to demotivation and will affects their performance level. Moreover, not well design job scope, work timing, office setting, and lack of personal decision making opportunity affects job performance. Therefore, people who work on this type of environment will barely feel depressed and it will affect their job performance level.
Obilade ( 1999) found that educators job performance can be construed as task performed by educators for a certain period in the development of the institution towards achieve institutions goal while Peretemode (1996) supported by adding that job performance is a factor that is evaluated by the participation level of employees day-to-day in the organization. This study focuses on academicians' job performance however, nowadays academicians' job scopes are burden with many additional roles that affect their well-being at workplace by reducing their job performance level. Hence, additional workload and roles also affect their commitment towards organization at the same time affect their performance as well.
2.1.2 Job Performance model
There are several theories and models of job performance developed by researchers and authors. Individually each theory and model are connected to different studies and situations.
At this part a few past study theories related to job performance will be described. There are two main categories of job performance can be found from the model which are task performance and contextual performance (Borman & Motowidlo, 1993; Conway 1993).
According to Jex and Britt (2008), task performance is the technical part of workers job while contextual performance is non-technical skills of an employee.
According to Borman & Motowidlo ( 1997), task performance is defined as capability in which the employees show out their work activities that are given by the association.
Examples of task performance are administration work for an office staff, closing sales for a sales officer, performing rescue operation for a firefighter. Thus, task performance is related to the job scope of an individual.
According to Motowidlo (2003), contextual performance defined as employee's behaviour such as high involvement towards job, sincerity, teamwork, follow organizational polices with rules, which contribute to organizational efficiency by its effects on the organizational context of work, psychological and social as well. Besides that, Borman and Motowidlo (1993) believes that the term contextual performance measure to help and used in selection research and practice ignored activities, such as enduring, helping, and guaranteeing organizational destinations. Borman and Motowidlo (1993) stated that contextual
performance is a voluntary activity of an employee at workplace that carry out task which are not really part of his job scope or responsibility, necessary eagerness in carry out task, teamwork and helping other by cooperating, follow rules and regulations set by the organization and defending organizational goals and objectives.
There are major differences between task performance and contextual performance. Task performance mainly focus on role specific and difference according to the job types as well as follow the requirements of each job. Whereas, contextual performance is mainly focus on helping part and productive employee behaviours which is commonly same at all type of job satiation because it comes from employee itself on other people and organization, affection towards organization and individual's self-development of their knowledge and skills.
2.1.3 Previous Studies on Malaysia Academician's Job Performance
In Malaysia, academicians' performance are the major outcome of their job. Among the higher education of the past studies, academicians' job performance become one of the major parts and popular subject. Therefore, Malaysia academic quality is somehow related to academicians' performance. In Malaysia public universities, job performance of academicians reflects to the quality of the education being conducted and outcome of the universities. Thus, study on academicians' job performance need to do in order to increase the quality of education and as well as the academicians' life quality.
There are a lot of studies have been researched among academicians' job performance behaviour with significant variable. For example, research on effect of work and family on job performance among lecturer at university conducted by Razali, (2011). The respondent of this study are lecturers from University Putra Malaysia (UPM), Serdang. The hypothesis of the study was supported in which there was a significant relationship between lecturers and perceived effect of work and family on job performance. In the study, researcher showed that perceived effect occurs when the academicians have behaviour such as sincerity on job commitments. According to Mercurio (2015), individual accept their commitments when they feel affective commitment towards their job. In the study, researcher recommended to explore more on affective commitment relationship on job performance. Similarly, the relationship between work-life balance, job satisfaction and job performance among lecturers were conducted by Navanitham (2016). In addition, the scope of the study is public universities lecturers which are from Universiti Utara Malaysia (UUM), Universiti Teknologi Mara (UiTM) Merbok kedah, and Universiti Malaysia Perlis (UniMAP). The research found that there was a significant relationship between work-life balance, job satisfaction and job performance. In this study, it is highlighted that, job satisfaction related to individual's happiness or well-being highly leads to positive job performance.
In addition, Haryani et al., (20 I 0) conducted a study on how academicians successfully self- regulate their emotions. The outcome of the study found that academicians self-regulate their emotions by self-motivating and highly focus on their personal targets to achieve in their
career. Nevertheless, the emotional well-being play important role on influencing career or job performance.
Moreover, Malaysia academician's job stress and job satisfaction were studied by Nilufar, Zaini, Yong and Syed (2009). The result of the study found that unhealthy working environments and pressuring work load lead to imbalance well-being among the academicians. Academicians could not performed well in the task given because of limited time frame to complete every duty delegated. This leads to dissatisfaction and affect their job performance as well. According to Lee, Aldwin, Choun and Spiro (2017) dissatisfaction influence well-being of individual in present and later life. The researchers indicate that each well-being is an overall concept of happiness.
In Malaysia universities, job performance is very important in terms of indicating the academicians' performance level. Thus, the problems identified in past studies among academicians job performance will be examine in this study.
2.2 Well-being
2.2.1 Definition and conceptualization Background of Well-Being
According to the Chartered Institute of Personnel and Development (CIPD 2007), well-being has increased attractiveness over past few years among researchers. This is because well-
being plays an important role as the key factor in determining the long-term effectiveness of an organisation according to International Labour Organization (ILO, 2009). Marie-Amelia et al., (2013) defined well-being is related to all criteria of work life such as the quality and safe condition, work climate, organization status and what employee consider in their workplace environment. Besides, CIPD (2007) found that well-being is not about physical illness, but it is about creating happy atmosphere at workplace to employees feel happy in performing their roles and responsibilities at work.
Furthermore, well-being or happiness at work can be defined as a mixture of either regular positive or irregular negative effects and level of satisfaction with employee's life (Diener, 1984; Myers & Diener, 1995; Diener et al., 1999). According to Jain (2012), a person's happiness escalates in the form of emotions and pleasurable mood, good attitudes and well- being. Based on the past studies, it is found that happiness plays an important role as psychological capital as well as beneficial in term of developing individual's physical and mental health (Neera, 2016; David & Andrew, 2017). Hence, happy humans are more willing to be creative, charitable, healthier in mentally and physically, helpful for others, pro-social and humane (Diener & Dean, 2007).
Whereas, Lyubomirsky et al., (2005) found that happy people win out in the workplace with better organizational citizenship, up surged productivity, performance assessment as well.
Besides that, studies shows that happy people live longer period than unhappy one as the risk of dying early were reduced over the five years period or 35% (Steptoe & Wardle, 2011 ).
Therefore, well-being not only connect towards workstation achievement, at the same time often leads to measure the achievement and induction of positive moves motivated to improve the outcomes of the organization.
2.2.2 Dimensions of Well-being
According to Kevin (2014) well-being is an interaction of dimensions that repeatedly influence among each other to create overall well-being. The previous study found that each of dimensions are crucial part in creating overall happiness in individual life (Kevin, 2014).
The six dimensions of well-being are namely physical, psychological, social, spiritual, emotional and intellectual.
Physical well-being is an expectation and assumption of physical health of an employee (Vella-Brodrick & Allen 1995). According to Stewart, Hays & Ware (1992), indicates that an individual's physical well-being is important because the result of measurement can reveal the health information by looking at the differences in health preferences, needs, values and attitudes. Measured or perceived health of an individual can be combined with objective rating to obtain more accurate information of their current physical state (Singer, Garfinkel and Cohen et al., 1976). The study shows that a subject with poor physical well- being has higher chances of death while a subject with good physical health has higher chances of living longer.
Psychological well-being is the perception or outcome of an individual from the positive events and experience of life (Barun & Clarke 2006). This refers to a human's positive believe and thoughts towards events and future will lead to a positive outcome based on the past experiences. Besides, Bowman (2010) proved this by indicating physiological well- being is related to life incidents that help them to adapt with challenges such as living in new environment, continual development and maintain relationship. Bowman (20 I 0) also stated that many of physiological well-being aspects were associated with individual's job performance.
Social well-being refers to the quality of one's relationships with other people and communities (Keyes, 1998). In fact, social well-being focuses on the interactions that occur between employees (Bradbury & Lichtenstein, 2000). Organizational researchers had conducted a studies based on social well-being in terms of trust, social support, reciprocity, leader-member exchange, cooperation, coordination, and integration (Adler & Kwon, 2002;
Gerstner & Day, 1997; Kramer, 1999). Social support has been the dominant theme in social well-being research (Walsh, Weber & Margolis, 2003). In several prospective studies on the associations between social support and either morbidity or mortality, individual with high levels of support had fewer risk factors and symptoms of cardiovascular disease and had lower mortality rates after other risk factors were held constant (Sylvia, Mary & James, 2014).
Spiritual well-being refers to individual's perception on their quality of spiritual life and the connectivity between purpose and meaning of life (Paloutzian & Ellison, 1991 ). Nolan and Crawford (1997) expand more on this concept by explaining spiritual well-being including both horizontal and vertical components. Horizontal component touches on the elements of purpose and meaning of life, whereas, vertical components focused on the sense of connectivity between soul of a human and God. Through spiritual well-being a human can be a source of balanced and harmony life as well as find happiness through the connection to own self, society and world (Burkhardt & Nagai-Jacobson, 2002). Therefore, an employee can make a healthy relationship between co-workers by having positive spiritual well-being. The elements of human's assumption of their spiritual well-being by finding purpose and meaning of life, giving a contribution to this world, transcending oneself, living by the set of beliefs and values (Robert, Young & Kelly, 2006). The study found that the existential spiritual well-being definition that making and finding purpose of life are important components of individual's well-being that may be attained by expressing their spiritual well-being in the workplace (Robert, Young & Kelly, 2006).
Emotional well-being refers to an individual's desire of securing their self-identity and having positive sense on their own self which stimulate their self-esteem. Dixon (2007) found that living a lonely life, being unnoticed, unappreciated, ignored from people around are bad situations for people of any age. Besides that, negative emotions are the root cause of decreasing quality of life, longevity as well as wellbeing of an individual (Arehart- Treichel, 2002). However, emotional well-being needs a balance between self-acceptance,
hope, stress management, happiness, and life purpose (Penninx, Tilburg & Kriegsman et al., 1997). In addition, Kang and Russ (2008) indicates that developing a meaningful relationship with society is another key element of achieving emotional well-being. Hence, developing positive emotions are vital for individual's well-being to live a positive life (Ostir
& Kyriakos et al., 2000).
Intellectual well-being involves widening an individual's horizons, being in the state of open mind all time, utilizing all available resources to explore the world around (Levine, 2004; Cohen, 2005). According to National Wellness Institute (NRJ, 20 i3), intellectual well- being is a state of individual's knowledge, creativity and skills in problem solving and learning. In addition, improvement is possible complete accepting challenges and motivated to touch a potential point and share with others (NRI, 2003). Thus, the key to intellectual well-being is staying mentally sharp so that individual can execute activities like reading, surfing internet, solving puzzle and increase intelligence quotient (Miller, 2004).
2.3 Affective Commitment
2.3.1 Definition and Conceptualization Background of Affective Commitment
Traditionally, commitment is an optimistic assessment of organization and its objective (Sheldon, 1971). Similarly, Buchaman (1974) asserted that the concept of commitment is a psychological relationship between employees and the organization itself. Employees' commitment mostly hinged on three aspects which are strong ambition of the employee to be a part of the organization, belief in the organizational objective, and tendency to put
extreme effort in the organization ( Porter, Steers & Mowday, 1982). Bateman and Strasser (1984) explained similar definition for employee's commitment as natural views in various aspect which include the maximum level of dedication among the workers towards their organization, strong desire and aim to be a part of the organization, resemblance of values also employee willingness to put significance multi-aspect. Besides, workers' affective commitment is considered as individual who stays with an organization, trust on the organizational strategy and aims, attends works with motivation regularly and protect organizations assets". This positive commitment of employees in organization can contribute positively to organizational performance.
Meyer and Allen ( 1991) proposed three-dimensional conceptualization of commitment model that is important and famous models on organizational commitment. They found that organizational commitment can be divided into three aspects namely affective, normative and continuance commitment. Although, these three aspects can concluded to be correlated but each aspects are different from each other. There was an assertion made by Meyer and Allen ( 1991) that three models of multidimensional model can help to identify introspective of a person towards the organization. The first component of the model is affective commitment that explains pertinence desire of an employee towards organization. The second aspect is normative commitment that explains the sense of obligation towards organization. The third aspect is continuance commitment explains that employee's belief that leaving their current organization will be expensive.
Furthermore, Kanter ( 1968) explains that affective commitment is an attachment of an individual emotionally towards a group. Emotion is a kind of human attitude or feelings towards their organization, which connect or give a good high identity to a person that given by the organization (Sheldon, 1971 ). Hall ( 1970) viewed affective commitment as a process that blend organization goals and individuals' personal goal and become more similar when they have affection towards their organization. Apart from that, affective commitment is viewed as an individual role in goals and values for the sake of organization (Buchanan, 1974). Meyer and Allen (1997) also found that there are various factors that influence affective commitment in workplace namely role clarity, job challenge, goal difficulty, goal clarity, peer cohesion, equity, participation, feedback, personal importance and dependability. Both internalisation of an organization values and identification of an organization are important part of affective commitment development (Beck & Wilson, 2000).
2.4 Underlying Theory
For the purpose of this research, Broaden-and-Build Theory was used as the underlying theory that will be discussed.
2.4.1 Broaden-and-Build Theory
Wright, Crapanzano and Bonett (2007) carried out a research by examining the relationship between the measurement of well-being and individual job performance. The study found
that the relationship would be stronger for employees who reporting high levels of psychological well-being which is also measured in term of well-being. This prediction also grounded by Fredrickson et al., (2001) who argues that all positive emotions still share the ability to broaden individual's attention, action and cognition, and able to build intellectual, social, psychological and physical resources. Additionally, broadened mind-set of an individual would carry longstanding and indirect adaptive value because the help m
"building" an individual's intellectual, social, psychological and physical resources.
The empirical evidence that support "broaden-and-build theory" have positive emotions as argued by Fredrikson, Tugade, Waugh and Larkin (2001), suggests that emotions such as love and gratitude has broaden understandings, such as long term goals, plans and helps people to cope in during the time of crisis. However, Wright et al., (2007) argued that this state of emotions and mind-set would help employees to be more proactive and lowly disposed to feel pressure or stress which would affect not only their job performance directly.
Therefore, broadened mind-set will strengthen the existing positive effects of other types of well-being on individual's performance even further. Wright et al., (2007) empirical study provided support to this ideas. The findings shows that there were managers having high level of well-being give strongest performance and more satisfied at workplace.
The theoretical link between affective commitment and job performance can be explained through the broaden-and-build theory of positive emotions (Frederickson, 2000). This theory states that certain positive emotions such as joy, interest and love have the capacity to
broaden people's momentary thought-action repertoires and build their enduring personal resources through widening the array of thoughts and actions that come to mind.
Frederickson (2003) contends that "broadened mind-sets" resulting from these positive emotions tend to encourage employee to feel the affective attachment by sparking the urge for learning and knowledge creation on their job. Thus, it seems plausible that affective commitment, as a positive motivational-affective state, might broaden employees' momentary thought-action repertoires and as a consequence may prompt them to expand their capabilities by learning new skills and improve job performance (Frederickson, 2003).
Hence, it is contended that when employees experience positive affect in the form of affective commitment, they may feel an urge to explore, learn new skills and assimilate new information, which in tum can strengthen their job performance.
2.5 Hypothesis development
In this study, well-being and affective commitment are the independent variables while job performance is the dependent variable. Well-being comprised of six dimensions which are psychological well-being, emotional well-being, social well-being, physical well-being, spiritual well-being and intellectual well-being. Thus, seven hypotheses were tested in the study.
2.5.1 Well-being and Job performance
2.5.1.1 Psychological Well-being and Job performance
This study theorizes that psychological well-being have positive influence on job performance. Psychological well-being is one of the important dimension that plays a major influence in employee job performance (Kuzgun, 2003; Holman, Johnson, & O'Connor, 2018; Hakanen, Peeters & Schaufeli, 2018). Based on the findings by Wright and Crapanzano (2002), it is revealed that psychological well-being had a significant and positive effect on job performance. In addition, the study showed that there is a strong relationship between job performance and psychological well-being. In other study on 153 public sector workers, it is argued that work stress gives major impact to psychological well- being and lead to low job performance affects job satisfaction. Therefore, it is proven that negative psychological well-being influence job performance negatively. Nevertheless, positive psychological well-being led to high job performance among employees (Nielsen, Yarkar, Randall & Munir, 2009).
In another study by Kompal (2016) found that there is a positive and significant relationship between psychological well-being and job performance. Researchers mentioned that employees with high level of psychological well-being are faster in adapting to 'broaden- and build' themselves. In addition, psychologically balanced academicians were will gain additional welfares such as being resilient, creative, socially connected and physically health (Wright & Crapanzano, 2000). The finding supported by a study conducted by Tamara and Marine (2012) on 251 academicians, psychological well-being influence onjob perfo1mance
showed positive and significant relationship. Hence, based on the empirical evidence, it is hypothesized that psychological well-being positively relate to job performance.
Hl: There is a positive and significant influence of psychological well-being on job performance.
2.5.1.2 Emotional Well-being and Job performance
This study rationalizes that emotional well-being have positive influence on job performance. A number of studies have also reported positive correlation between emotional well-being and job performance (Larsen & Ketelaar, 1991; Judge, Thoresen, Bona & Patton, 2001; Timothy & Joyce, 2001 ). The study result showed that emotional well-being plays an important role in determining individual's feelings as either positive with situations around from the past lessons. Similarly, emotional well-being effect on how people think and act (Loewenstein & Lerner, 2003; Seo, Barnett, & Bartunek, 2004).
According to Law, Wong and Song (2004) found in their study that emotional well-being or happy employees may achieve higher level of task performance. Besides that, the study identified that emotionally happy employees often stay positive and made quality decisions in performing their roles and responsibilities. In addition, a research conducted among 115 academicians at Canada University found emotional well-being positively significant with job performance while increased in the rate of performance as well (Stone, 2013). Moreover,
based on previous studies which are conducted to measure emotional well-being with job performance. As such, it is proposed that:
H2: There is a positive and significant influence of emotional well-being on job performance.
2.5.1.3 Social Well-being and Job performance
This study theorizes that social well-being have positive influence on job performance.
Harrison (2018), indicated that social well-beings of employees are important because positive social interactions between peers lead to positive environment at workplace.
Empirical evidence showing that employees' social well-being increase job performance (Slocum 1971; Lyubomirsky et al., 2005; Tsai et al., 2007). Warr et al. (2014) also found that social well-being is one of the important antecedents of job performance. In academician's job, social well-being help to have a positive feelings such as belonging to a society where they share same values of life system, tradition and beliefs. Positive social interaction among academicians help them to enhance personal creativity and expression. In addition, by participating in various programs at universities such as conference, meetings and events will broaden academician's social life. This help academicians to improve career path and job performance through the knowledge gained from others (Barsade, 2002).
Moreover, Whitman et al. (2010) found that employees who are having positive social well- being are more likely to report high level of job performance. This is because social well- being is internal feeling of an employee towards the society they belongs to. This is supported by Gallup (2017) survey among U.S workplace covering year 2008 through 2010, shows that positive and strong friendship at workplace boosted employee job performance by 50%. This shows that when an employee has strong social well-being at workplace, they tend to work happily and increased in job performance. Moreover, McGowan (2014) found that happy employees are more productive. Hence, the hypothesis proposed for this dimension of well-being is:
H3: There is a positive and significant influence of social well-being on job performance.
2.5.1.4 Physical Well-being and Job performance
This study proposed that physical well-being have positive influence on job performance.
This is apparent upon reviewing the empirical evidence by Melinda and Jacki (2015) and Hone, Jarden, Duncan and Schofield (2015) which clarifies that physical well-being fosters employee job performance. Physical condition of an employee give impact on everything that people do because physical health increase motivation and job performance or vice versa (Costanza et al., 2007). Besides that, a study by Martim (2004) on physical well-being among 255 employees showed that positive physical well-being turn down absenteeism among employees and increase production as well as performance. Stiglitz (2002) claimed
that the more positive employees physical well-being, the more effective their job performance level.
Moreover, Lawson (2010) and Heaney (2007) found in their study that physical well-being has significant and positive influence on job performance which conducted among 80 public servants. They indicated that employees who have good health condition by doing their task energetically will give high performance. In addition, job satisfaction and job performance were interrelated with employee physical well-being or health state. Fisher (1994), indicated that physical well-being is feature of positive occupational life for academicians as well as performance. The study included 85 academicians from two universities at Scotland.
Therefore, Nancy and Sonja (2009) stated that positive physical well-being helps an individual to be more efficient and productive. Based on the literature background, the hypothesis proposed developed for this dimension is:
H4: There is positive and significant influence between physical well-being and job performance.
2.5.1.5 Spiritual Well-being and Job performance
This study rationalizes that spiritual well-being have positive influence on job performance.
A number of other studies have also reported positive correlation between spiritual well- being and job performance (Fehring, Miller & Shaw, 1997; Touchy, 2001; Vi vat 2008). The
spirituality concept creates more interest to the management to know the connection between an employee's spirituality and the contribution to the organization in terms of productivity, job satisfaction and job performance (Nadesan, 1999; Ashmos & Duchon 2000). A study conducted at Oriental culture to identify the cause-and-effect relation between spirituality of employee and workplace hence, spiritual environment influences particular
